Supporting high achieving schools
Tshwarelo Hosia | Monday June 1, 2026 06:00
More often than not, top-achieving schools are subjected to benign neglect, as they are considered almost invincible and capable of thriving on their own, riding out prevailing and potential storms with confidence. Why does success attract complacency? Once a school has proven to be efficient and effective, attention shifts to schools with the notorious distinction of performing below expected standards.
Success is greeted with the euphoria of the moment, and once the dust settles, that euphoria evaporates. Assumptions that success will repeat itself cause oversight bodies charged with the responsibility of watching over schools to shift resources and attention to chronically underachieving schools.
Underachieving schools naturally attract public indignation and scrutiny. The voice of protest surrounding underachievement is usually louder and can drown out the voice of euphoria. Public indignation unsettles oversight institutions to the extent that attention is given to struggling schools at the expense of schools that continue to perform well.
Fear of public condemnation, coupled with the urgency of fixing broken schools, provides justification for resource allocation in terms of human capital and finances to be skewed in favour of struggling schools.
The truth is that maintaining the momentum of a thriving school requires greater effort and attention to detail. The desire and aspiration to stay on top should keep both the school and oversight bodies on their toes. If not sufficiently cared for and motivated, high-achieving schools can recoil into a culture of underachievement.
Once significant gains in student learning outcomes have been achieved, they should be jealously guarded. Oversight institutions have a duty to apportion sufficient attention to struggling schools without necessarily neglecting promising and effective schools. One effective way to sustain momentum is to reward schools that serve students well. Teachers who consistently excel have a legitimate expectation to grow professionally, both in terms of promotions and professional training.
Promotions that are not anchored in merit undermine the morale of committed teachers and schools that have developed impactful instructional practices. Funds permitting, thriving schools should never lack or feel neglected. The goal is to consolidate the position of a thriving school. To this end, the cries and lamentations of an accomplished school should be addressed as a matter of urgency. Preserving an island of success requires developing a comprehensive package of incentives. The incentives could include a succession plan detailing how vacancies in an effective school should be filled. Positions in a thriving school should not be filled haphazardly. Efforts should be made to maintain the rhythm of accomplishment by ensuring that those familiar with the school’s culture assume the positions offered within the school. Transfers in and out should be meticulously handled to avoid creating a leadership vacuum. For example, a good school turnaround principal should be replaced by another who understands the vision and the culture of achievement.
A successful school can suffer a serious setback when placed in the hands of someone who may fix what is not broken and fail to sustain its momentum. It is always an act of academic suicide to transfer or retire simultaneously leaders who kept a school at the top of the charts. Relearning and reengineering processes that have served a school can be the outcome when deployments are not handled with the idea of consolidating success in mind. At all times, the aim should be to exceed staff expectations and attend to their welfare. Doing so would make them feel appreciated and honoured. It is vitally important to nurture and sustain good performance.